Relevant bibliographies by topics / Credit Accumulation and Transfer Scheme

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Credit Accumulation and Transfer Scheme'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Credit Accumulation and Transfer Scheme"

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Currell, B. R., and G. K. Randall. "The Thames Polytechnic Credit Accumulation and Transfer Scheme." Industry and Higher Education 3, no. 1 (March 1989): 46–48. http://dx.doi.org/10.1177/095042228900300112.

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The Credit Accumulation and Transfer Scheme recently launched by Thames Polytechnic offers a new service to employers and new educational opportunities to employees. This report describes the setting up of the scheme, its benefits, and how it has generated a partnership with J. Sainsbury plc and the Woolwich Building Society.
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McManus, Mike. "Credit Accumulation and Transfer Schemes." Nursing Standard 6, no. 7 (November 6, 1991): 28–30. http://dx.doi.org/10.7748/ns.6.7.28.s33.

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Clarke, D. "Credit accumulation and transfer schemes." Biochemical Society Transactions 20, no. 2 (May 1, 1992): 322–24. http://dx.doi.org/10.1042/bst0200322.

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Currell, Brian. "Credit accumulation and transfer schemes — the European and company dimensions." Biochemical Society Transactions 20, no. 2 (May 1, 1992): 330–32. http://dx.doi.org/10.1042/bst0200330.

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McLernon, Tim, and David Hughes. "Academic Accreditation of Work-Based Learning in the Construction Environment." Industry and Higher Education 18, no. 2 (April 2004): 111–20. http://dx.doi.org/10.5367/000000004323051886.

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This paper examines the contribution of work-based learning (WBL) to the education of construction students. The research draws on the experiences of part-time students and students on sandwich courses in a School of the Built Environment. The sandwich courses include a year in industry as the penultimate year of a four-year programme. This WBL component constitutes a valuable link between higher education and industry and provides a mechanism for students to consolidate learning in their final year as well as preparing them to take on responsibility in industry immediately after graduation. The paper also examines the relationship between WBL and institutional learning with a view to determining what academic credit is awarded for and how it is awarded. The authors argue that WBL is an essential component of higher education, and that credit for WBL is desirable in a system that promotes credit accumulation and transfer. There is currently no rational method of awarding credit for work-based learning and this paper proposes that articulations in current frameworks for credit accumulation and transfer schemes for academic learning may provide a substantive and transparent means of attributing academic credit to WBL. They also recommend that such a framework should be developed specifically for work-based learning.
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O'Hagan, Celia, Gerry McAleavy, and John Storan. "Recognising Prior Learning: Investigating the Future of Informal Learning, a Northern Ireland Study." Journal of Adult and Continuing Education 11, no. 1 (May 2005): 29–42. http://dx.doi.org/10.7227/jace.11.1.4.

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Credit accumulation and transfer schemes (CATS) have developed as a means to facilitate access and the recognition and development of formal learning experiences across educational sectors and providers. Modularisation and credit developments have significantly affected the provision of formal learning opportunities over the last three decades. Recognition of experiential learning and the needs of adult students continues to develop. Institutions continue to expound the need for robust provision for accreditation of prior learning in terms of a valued and academically transferable entitlement for experienced learners, but travelling the pathway toward accreditation is still an obscure and uncertain process for learners. New and engaging procedures for the advancement of experienced students have been developed, including access initiatives, strategies for more effective learner support, inclusive curriculum practices and enhanced learning resource capabilities. Why then do we find institutions remaining with limited Accreditation of Prior Experiential Learning (APEL) capabilities? This paper begins by examining the underlying concepts of a credit-based learning culture from the perspective of policy, whilst exploring the educational models linked to APEL and the debate behind the value of informal learning and the process of attaining recognition. The main finding of the Northern Ireland study, as part of a European study, suggests that existing mediums for APEL have, to date, inspired a sense of renewed thinking but that institutional strategies for increased participation have not always addressed adult educational needs appropriately. This paper, based on research at the University of Ulster and project partners, will investigate the obstacles that remain some twenty years after the access movement of the 1980s.
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Healy, Philip. "An institutional view of credit accumulation and transfer." Biochemical Society Transactions 20, no. 2 (May 1, 1992): 326–29. http://dx.doi.org/10.1042/bst0200326.

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Dils, R. R. "Credit accumulation and transfer: a view from the chalkface." Biochemical Society Transactions 20, no. 2 (May 1, 1992): 324–25. http://dx.doi.org/10.1042/bst0200324.

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Li, Huikang, Yaoting Sun, Min Yang, and Zhihui Wei. "The establishment of academic credit accumulation and transfer system: A case study of Shanghai Academic Credit Transfer and Accumulation Bank for Lifelong Education." Asian Association of Open Universities Journal 8, no. 1 (March 1, 2013): 61–70. http://dx.doi.org/10.1108/aaouj-08-01-2013-b006.

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Nowadays, the construction of lifelong education system has become the common trend of educational development in many countries. In China, credit accumulation and transfer as one of the effective measures to promote the lifelong education system was proposed in the National Medium and Long-term Educational Reform and Development Plan (2010 – 2020). It certainly poses a new opportunity and challenge to open universities in China, most of which are in transition from TV and radio universities and expected to play more important roles in the construction of lifelong education system in China. The paper presents the initial research and practice of Shanghai Academic Credit Transfer and Accumulation Bank for Lifelong Education (SHCB), which is led by Shanghai Municipal Education Commission and operated by Shanghai Open University as one of the initiatives of open universities in China since 2010. Focusing on continuing education for Shanghai citizens and cooperating with other universities and related institutions, SHCB has been established with the organisational structure, accreditation criteria for credits, credit accumulation and transfer system, learners' learning portfolios, technology service platform, and the detailed operating mode. By now, accreditation criteria of learner's credits of 166 courses and 139 non-degree certificates, and recognition of 541 non-degree certificates and 1549 leisure courses have been completed. SHCB has been open to the public from 24 July, 2002 to promote the exchange and transfer among the academic education, even between academic education and non-academic education, and ultimately promote the construction of the lifelong education system in Shanghai.
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Daghbouche, N. "The impact of the credit transfer accumulation system on Algeria." Journal of North African Studies 16, no. 3 (September 2011): 465–70. http://dx.doi.org/10.1080/13629387.2010.529656.

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Dissertations / Theses on the topic "Credit Accumulation and Transfer Scheme"

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Huang, Wei-Ming, and 黃維民. "A Study on European Credit Transfer and Accumulation System." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/22789021062333241675.

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碩士
國立暨南國際大學
比較教育學系
98
European Credit Transfer System (ECTS) was initially established under the Erasmus programme by European Commission during 1988-1995. After Prague Communiqué was published in 2001, it was renamed as European Credit Transfer and Accumulation System. ECTS is for all higher education institutions in the European Higher Education Area, involving all countries engaged in the Bologna Process. This study wants to research ECTS and make suggestions for similar development in Asia, such as UMAP Credit Transfer Scheme (UCTS). Based on the analysis of related documents, the main conclusions of this study can be summarized as follows: Firstly, ECTS was influenced by the process of European integration and higher education cooperation. Secondly, ECTS provides the basic comparable structure for European higher education. Thirdly, ECTS facilitates student mobility, the recognition of studies abroad and degree structure reform in Europe. Fourthly, ECTS still has limits and challenges at present. This study has four implications for Asian higher education institutions as a similar system (UCTS) is also developing in Asia: Firstly, credit transfer system needs good mechanism to develop, the role of specially assigned cross-countries agency is particularly important. Secondly, the role of credit accumulation should be considered. Thirdly, credit transfer and accumulation system promote curriculum reform and quality assurance. Fourthly, governments can facilitate student mobility by adopting certain measures, such as providing funds and information to exchange students.
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Liao, Fuhsien, and 廖福現. "A study on credit accumulation and transfer system of higher education institutes in United Kingdom." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/81597007980431749426.

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碩士
國立中正大學
成人及繼續教育研究所
88
A Study on Credit Accumulation and Transfer System of Higher Education Institutes in United Kingdom Abstract This study is to understand the credit accumulation and transfer system of higher education institutes in United Kingdom. There are five purposes of the study : (1) to understand the development of credit accumulation and transfer system. (2) to classify the types of credit accumulation . (3) to classify the types of credit transfer. (4) to find out the higher education institutes which operate credit accumulation and transfer system. (5) to find out the current problems and future issues of credit accumulation and transfer system. The conclusions of the study are as follows: 1. The development of credit accumulation and transfer system includes three periods. 2. There are three different types of credit accumulation. 3. The types of credit transfer include regional credit transfer , inter-university credit transfer, internal transfer in university, further and higher education credit transfer, and international credit transfer. 4. In United Kingdom, over sixty five higher education institutes practise credit accumulation and transfer system. 5. The challenges to credit accumulation and transfer system contain absence of agreement on definitional and technical matters, different credit systems for further and higher education, resistance to inter-institutional transfer, and greatly academic freedom for higher education institutes. 6. The quality assurance agency for higher education will implement national qualifications frameworks in England, Wales , North Ireland and Scotland in the future. According to the above conclusions, the researcher suggests: 1. The agreement on definitional and technical matters of credit accumulation and transfer system of higher education institutes is urgent. 2. The collaboration is essential to higher education institutes and further education institutes. 3. Higher education institutes should adopt “ladder” qualifications for learning outcomes .
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Ndagijimana, Jean Claude. "Credit accumulation and modular scheme in higher education in Rwanda : a case study of lecturers' perceptions of implications for lecturers' work." Thesis, 2012. http://hdl.handle.net/10539/10927.

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International literature suggests that curriculum changes that have occurred in higher education globally over the last two decades, more specifically the shift from subject-based curriculum to integrated curriculum have been perceived by many academics as having affected their work with regard to course designing, teaching and assessment. Studies of academics’ response to such changes have argued that the way academics perceived these changes and the meanings they made of them influenced the implementation of these curriculum changes. This case study investigates lecturers’ perceptions of how one curriculum reform, the introduction of the Credit Accumulation and Modular Scheme (CAMS) in higher education in Rwanda, has affected lecturers’ work. One of the aims of the study was to analyse how lecturers understand CAMS and the changes it has introduced in their work. A second aim was to analyse how these perceptions and changes are negotiated in their teaching practices. Sixteen lecturers from Kigali Institute of Education were interviewed. Analyses of lecturers’ accounts of their teaching experiences revealed that lecturers espoused the intended changes that CAMS introduced in their work. However, although they claimed that the changes have affected their teaching and teaching arrangements- course designing, teaching and assessment- in actual practices many of them have not always managed to shift their thinking. CAMS requires lecturers to function in teams. However, although they have been trying to do so many of them have not managed to work out how to make more substantive changes to the way they think about the knowledge to be taught, their actual teaching and assessment practices. They have tried to keep boundaries of their disciplines while CAMS requires them to integrate their teaching.
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Books on the topic "Credit Accumulation and Transfer Scheme"

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Council for National Academic Awards. The credit accumulation and transfer scheme. London: Council for National Academic Awards, 1986.

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Council for National Academic Awards. The work of the Credit Accumulation and Transfer Scheme (C.A.T.S.). London: Council for National Academic Awards, 1989.

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Polytechnic, Thames. Review of Thames Polytechnic Credit Accumulation and Transfer Scheme (CATS). London: Thames Polytechnic, 1990.

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University of Greenwich. Faculty of Technology. Credit accumulation framework: Postgraduate scheme document. London: University of Greenwich, 1992.

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TEXT. Working Group on Credit Accumulation and Transfer. Guidelines for good practice an credit accumulation and transfer: Report of the TEXT Working Group on Credit Accumulation and Transfer, September 1990. Wolverhampton: TEXT, 1991.

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Northern Ireland Credit Accumulation and Transfer System (Project). Designing learning programmes: A credit-based approach : a practical manual. Belfast: NICATS, 2002.

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Bailey, Roy. A post qualifying award in social work: The case for credit accumulation and transfer. London: Central Council for Education and Training in Social Work, 1989.

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1998), Credit Accumulation and Transfer Systems (CATS) Conference (University of Derby. Credit Accumulation and Transfer Systems (CATS) Conference, University of Derby, 15-19 June 1998: Proceedings. Derby: University of Derby, 1998.

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Storan, John. Credit accumulation and transfer for the diploma in social work: Guidance notes for programme planners. London: Central Council for Education and Training in Social Work, 1991.

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Davidson, Gaie. Credit accumulation & transfer in the British universities, 1990- 1993: Report of a UACE development project. Canterbury: University of Kent at Canterbury, School of Ccontinuing Education, 1994.

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Book chapters on the topic "Credit Accumulation and Transfer Scheme"

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"Credit Accumulation and Credit Transfer." In Disaffection And Diversity, 182–97. Routledge, 2004. http://dx.doi.org/10.4324/9780203209790-17.

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Sloman, Peter. "‘The Pragmatist’s Solution to Poverty’." In Transfer State, 125–44. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198813262.003.0005.

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The ‘rediscovery of poverty’ prompted a wide-ranging debate over how the British government could best support low-income families. One radical response came from Edward Heath’s Conservative government, which published plans to replace the whole system of personal tax allowances with refundable tax credits—the closest any British government has come to introducing a Universal Basic Income. This chapter examines the origins of the Tax Credit Scheme in 1971–2, which was devised by special adviser Arthur Cockfield in response to the rising cost of tax administration and the difficulty of establishing a selective Negative Income Tax in Britain. As the plans took shape, however, the cost of introducing the reforms on a no-losers basis became a source of growing concern within government. Indeed, Treasury officials were relieved when Labour’s victory in the February 1974 election made it possible to jettison the scheme and focus on simplifying and computerizing the PAYE system.
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Biswas, Ranjit. "Anytime Anywhere Any-Amount Anybody to Anybody Real-Time Payment (5A-RTP)." In Online Banking Security Measures and Data Protection, 140–56. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0864-9.ch009.

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This chapter introduces about a Proposal to any bank of any country for fast but secured transfer of money anytime anywhere any-amount by anybody to anybody on the spot with confirmation from the payee on the spot. The work here is on a new method of real time payment system, which is highly secured and fast, and 100% technology-based without any paper format or paper work of the bank. This breaking scheme is entitled as “5A-RTP scheme” where ‘5A' stands for Anytime Anywhere Any-amount Anybody to Anybody and ‘RTP' stands for Real-Time Payment. There is no paper-work at all. It is completely secured, realization of payment (debit + credit) happens immediately very fast, without any man-hour or manpower of the bank. It is claimed that 5A-RTP scheme, if incorporated in all the banks in any country, will give the country a huge momentum of customers' satisfaction, huge momentum in country's growth and economic progress. The revolutionary breakthrough in 5A-RTP scheme is that it dominates each of the existing banking instruments and facilities like Cheque, Pay-order, Draft, ATM machine, Credit Card, Debit Card, Internet Banking, Mobile Banking, Traveller's Cheque, etc. The 5A-RTP scheme may even slowly cause a natural death of the existing Cheque and Draft facilities from the country because of its huge application potential, in particular in vast countries like China, India, Brazil, USA, UK, etc.
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Markose, Sheri M., Bewaji Oluwasegun, and Simone Giansante. "Multi-Agent Financial Network (MAFN) Model of US Collateralized Debt Obligations (CDO)." In Simulation in Computational Finance and Economics, 225–54. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2011-7.ch012.

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A database driven multi-agent model has been developed with automated access to US bank level FDIC Call Reports that yield data on balance sheet and off balance sheet activity, respectively, in Residential Mortgage Backed Securities (RMBS) and Credit Default Swaps (CDS). The simultaneous accumulation of RMBS assets on US banks’ balance sheets and also large counterparty exposures from CDS positions characterized the $2 trillion Collateralized Debt Obligation (CDO) market. The latter imploded at the end of 2007 with large scale systemic risk consequences. Based on US FDIC bank data, that could have been available to the regulator at the time, the authors investigate how a CDS negative carry trade combined with incentives provided by Basel II and its precursor in the US, the Joint Agencies Rule 66 Federal Regulation No. 56914, which became effective on January 1, 2002, on synthetic securitization and Credit Risk Transfer (CRT), led to the unsustainable trends and systemic risk. The resultant market structure with heavy concentration in CDS activity involving 5 US banks can be shown to present too interconnected to fail systemic risk outcomes. The simulation package can generate the financial network of obligations of the US banks in the CDS market. The authors aim to show how such a Multi-Agent Financial Network (MAFN) model is well suited to monitor bank activity and to stress test policy for perverse incentives on an ongoing basis.
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Marouchou, Despina Varnava. "Exploring the Effectiveness of Student-Centeredness in Universities." In Handbook of Research on Trends in European Higher Education Convergence, 281–301. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5998-8.ch015.

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The Bologna Process initiated by the European Commission in 1998 has stimulated change through the implementation of several education reforms. These reforms placed into action a series of curricular improvements geared towards the European Higher Education Convergence. More specifically, the introduction of the European Credit Accumulation and Transfer System (ECTS) aims to support more student-centred, more flexible, and more individually tailored education tracks. However, the student-centred policy, as a fundamental pillar towards the improvement of teaching, has been applied in a very simple and unclear fashion (Reichert & Tauch, 2003) without being properly understood by the academics themselves. This chapter reports on the importance of the conceptual change approach in the professional development of academics by arguing that the design of an effective student-centred learning environment may not be effectively achieved in practice in the absence of the academics' own conceptions of how they conceive, experience, and understand teaching. The possible mismatch between conceptions of teaching and actual teaching practices may prove to be an obstacle for the effective implementation of the student-centred reforms. Thus, the main purpose of this chapter is to explore the likelihood of how conceptions of teaching could encourage an environment that supports student learning and contribute to the effectiveness of convergence of the European Higher Education.
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Conference papers on the topic "Credit Accumulation and Transfer Scheme"

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Aggarwal, Vijita. "A CASE STUDY OF COMPATIBILITY OF THE INDIAN HIGHER EDUCATION SYSTEM WITH EUROPEAN CREDIT ACCUMULATION AND TRANSFER SYSTEM IN 2020." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1957.

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Kim, Kyunghan, and Zhixiong Guo. "Ultrafast Laser Radiation and Conduction Heat Transfer in Biological Tissues." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80873.

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Ultrafast laser radiation heat transfer in biological tissues is governed by time-dependent equation of radiative transfer and modeled using the transient discrete ordinates method. The divergence of radiative heat flux is then obtained and used for predicting the local temperature response due to radiation energy absorption within the ultrashort time period. To this end, the lumped method is employed and heat diffusion is negligible. Both single pulse and pulse train irradiations are considered. For the single pulse irradiation, the transient radiation field is obtained and the local temperature keeps rising until a time of about 20 times of the short pulse width; and then a stable local temperature profile is reached and maintained until the start of heat conduction. For the pulse train case (104 ultrashort pulses until 1 ms), the local temperature response is an accumulation of continuous single pulses because the thermal relaxation time of biological tissues was reported in the range of 1-100 sec and is much longer than the pulse train duration (1 ms). After a stable local temperature field is achieved, the hyperbolic heat conduction model is adopted to describe the heat conduction. MacCormark’s scheme is utilized for solving the thermal wave equations. Thermal wave behavior is observed during the heat transfer process. It is found that the hyperbolic wave model predicts a higher temperature rise than the classical heat diffusion model. After several thermal relaxation times the thermal wave behavior is substantially weakened and the predictions between the hyperbolic and diffusion models match.
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Jiang, Ke, Joseph K. Davidson, Jami J. Shah, and Jianhua Liu. "Using Tolerance-Maps to Transfer Datum Plane From Design Tolerancing to Machining Tolerancing." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12722.

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Datum transfer is usually carried out to satisfy requirements of fixture and operation in manufacturing process. Often such requirements are different than the functional requirements used when choosing tolerances during design. Reassignment and recalculation of tolerances are required to evaluate whether a machining scheme can reach the desired design specification. Since a planar feature are widely utilized in datum reference frame, this paper mainly focuses on the transfer of one datum plane to another parallel plane-segment with round or polygonal shape by using 3D Tolerance-Maps. Firstly, a parametric model about two parallel planar features is proposed to describe the geometric properties and spatial relationships between a design datum and a machining datum. Then, based on a variation analysis of plane-to-plane datum transfer, a more elaborate transformation is utilized to relate T-Maps (Patent No. 6963824) with M-Map. Next, several rigid mathematical inequalities are presented to describe the boundaries of primitive and transformed T-Maps for further accumulation and comparison. The largest possible machining tolerances are determined by fitting the M-Map inside the design T-Map. Analytical relations between the machining and design tolerances are extracted from cross-sections through both T-Maps. Lastly, an example is illustrated to show feasibility of the method.
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Fynchina, Khicheza. "Household Savings as a Source of Investment in the Reproductive Process of Kyrgyz Republic." In International Conference on Eurasian Economies. Eurasian Economists Association, 2012. http://dx.doi.org/10.36880/c03.00565.

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The issue of ineffective usage of household is investigated, considering the lack of financial resources for the development of internal production in Kyrgyz Republic. The dynamic of households in the country is shown. Also the substantiation of author’s definition of investigated category is provided. In order to understand the essence of issue, there is a grouping of households in a form of scheme is shown. The research of grouping signs allowed basing the allotment of investment funds. Savings play a dual role in the reproduction process of the country. On the one hand, as the withdrawal of funds from the stream of income, savings cause lack in consumption; constraining supply growth, that is an expansion of production. On the other hand, if the savings are mobilized by the financial and credit system, and sent into the real economic sector, for an increase of the accumulation fund and expanding of production, they are favorable to economic growth and increase in GDP. Clearly shows the correlation between GDP growth and the dynamics of household savings to Kyrgyz Republic. Materials for this research were literary sources and statistical data. Solving an issue of under-investment is possible due to household savings, which occupy a special place in a number of economic phenomena, because they are at the crossroads of the interests of citizens, organizations, specializing in financial services, and the state. Their involvement depends primarily on the activity of the institutions, accumulating these savings.
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Katopodes, Nikolaos D., and Kuo-Cheng Kao. "Nested Grid Models for Ocean Processes." In ASME 2005 24th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2005. http://dx.doi.org/10.1115/omae2005-67212.

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This paper presents a novel two-way nested grid scheme that allows information to travel freely through the computational boundaries of the grid interface. The method tentatively assumes the pressure boundary conditions between subdomains, but uses a receding boundary approach to minimize the pressure errors. Initially, the domains overlap, but within a few time steps the overlap is eliminated by the receding boundaries, so repeated use of approximate boundary conditions is avoided. This prevents the accumulation of errors on the subdomain boundaries and, furthermore, decreases the transfer of errors to the rest of the domain by continuously discarding boundary data. To avoid continuous shrinking of the subdomains, the boundaries are reset to their original positions every few time steps. Successful applications of the method are presented for surface wave propagation, gravity currents and a combination of both surface and internal waves.
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Wiktorski, Ekaterina, Dan Sui, Kjell Kåre Fjelde, and Vebjørn Langåker. "Dynamic Cuttings Slip Velocity Evaluation in Non-Newtonian Fluids Using a Temperature Dependent Transient Drift-Flux Model for Directional Wells." In ASME 2018 37th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/omae2018-77386.

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The objective of drilling a well is to prepare a clean hole without obstructions for further casing and production tubing running. Cuttings transport has always been important, but challenging process, especially when drilling long directional wells. Poor hole cleaning causes severe problems, as stuck pipe, extreme torque and drag, difficulties in casing landing, cementing, etc. Extensive studies of cuttings transport, both theoretical and experimental, have been performed to estimate, for example, cuttings concentration and cuttings slip velocity to determine optimal conditions for effective hole cleaning. This paper presents a dynamic analysis of cuttings transport in non-Newtonian fluids based on a transient drift-flux model and an associated numerical scheme AUSMV (advection upstream splitting method) developed by Evje and Fjelde 2002. In this paper, the scheme is modified to simulate cuttings transport dynamically taking into account effects related to pressure, temperature and cuttings slip. During drilling, the heat is transported from the formation into the wellbore and up to the surface. In this paper, the energy balance is enhanced by introducing an analytical temperature model into the AUSMV scheme. The temperature distribution along the well is calculated at the beginning of simulation and kept constant throughout the simulation. Additionally, the AUSMV scheme is improved by considering drilling fluid’s transport- and thermal properties. Transport properties of an oil-based mud, such as viscosity and density, are obtained from experiments. The experimental results were used to determine the coefficients in a linear density model used in the study to investigate the effect of non-Newtonian behavior on the heat transfer, cuttings transport and downhole pressure. Furthermore, a model to calculate the apparent viscosity at various pressures and temperatures was developed based on the experimental results and used to evaluate the impact of viscous forces on the cuttings distribution in the well. Presented numerical scheme solves dynamic cuttings transport problems taking into account the slip velocity variation with wellbore geometry, operational (controllable) parameters and formation properties. In comparison to the traditional steady-state models, the transient cuttings transport model with integrated depth-dependent parameters gives a possibility to achieve a more realistic simulation of cuttings transport, distribution and accumulation along the wellbore through the time.
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